Democracy is embedded at our school. Students are listened to by adults and are taught to listen carefully with concern for each other, respecting the right of every individual to have their opinions and voices heard.
In the Classroom
Religion and Social Science Faculty (RSS)
KS3 & KS4 students learn about Parliament, powers of the police, human rights and rights and responsibilities within school and the workplace.
In RE lessons across KS3 and KS4, students have the opportunity to learn, understand and reflect on beliefs and practices of a number of religions that are practised within the UK.
Health & Social Care
Students learn about the core values that underpin Health and Social Care practice e.g. promoting and protecting service users’ human rights to dignity, choice, independence, empowerment and ensuring communication is effective.
Students are encouraged to apply their own beliefs to a range of ethical and psychological issues, debates and controversies, and to hear other students' opinions to develop a range of balanced view points.
KS4 students learn about ‘Power’ which looks at key concepts within politics such as democracy, dictatorship and the differences between these. KS4 students also cover ‘Social Inequalities’ which explores inequalities and reasons why this happens.
BTEC Applied Law
Students gain an understanding of the importance of laws and how they are made within a democracy.
Performing Arts Faculty
students take part in a mock trial as part of the Timothy Winters and Jack and Jill SOW with some students taking on the role of court ushers, Jury members and solicitors.
Practical group work and devising tasks ensure that students have the opportunity to share their ideas and listen to the opinions of others, developing their skills for compromise and understanding the needs of others.
Debates and the acceptance of others' views is integral to the subject, particularly in relation to audience responses to media products.
Class discussions and debates on many ethical issues relating to various aspects of Biology such as STEM cells, screening, drug testing and environmental issues. At KS3 students discuss opinions on health (smoking and alcohol) and damage to the environment and habitats caused by human decisions.
Talk about the Kyoto agreement and how science integrate in the agreement process among countries. How communities can negotiate and play a role in the democratic process when mining and alternative fuel development.
KS4 students are asked to analyse the different forms of power generation and their impact on the environment and communities, and discuss opposing views.
At KS3 students study Medieval Britain, a period that allows students the opportunity to develop an understanding of substantive concepts like power, parliament, religion and monarchy. Key content includes Becket/ Henry II, King John, Tudors, Civil War and the Glorious Revolution. Another in-depth study focuses on the making of the UK and the various acts of union.
At KS4 a quarter of the GCSE course is focused on the development of power in the UK over time (1066-present day). Key content includes: Magna Carta, Peasants’ Revolt, Votes for Women and modern multicultural Britain.
At KS5 half of the A Level focuses on Britain from 1951-2007. Power and politics is a central theme of the course.
The AS part of the course focuses on three key elements: 1. Participation and voting behaviour. 2. Voting Systems and 3. Pressure Group activity.
Modern Foreign Languages Faculty
In all MFL subjects pupils are taught to listen to one another’s contributions.
students look at the causes of the French revolution and the basic values of liberty, equality and fraternity. Students compare the system of government in France to the UK and look at pros and cons of having a monarchy.
students look at Germany in the Third Reich and compare and contrast this with Germany today. Students consider why dictators can come to power and the role that ordinary people play in this.
We regularly organise foreign language plays for our KS3 students and expect all students to listen attentively and ask pertinent questions of the actors at the end of the performances.
At KS3 Speaking and listening is a vital skill. Students are taught that all opinions matter and that all individuals have the right to have their opinions and voices heard. Students cover a range of novels, plays, poetry and Shakespeare taught for students to explore the notion of democracy in a variety of contexts.
At KS4 students cover the following:
- GCSE presentations on a topic of their choice (within reason).
- Macbeth - Divine Right of Kings and history of democracy explored.
- Study of the 19th Century and the fight for democracy and equality.
- Study of 'Of Mice and Men' and the 'lack of voice'.
Business ICT Faculty
In both KS4 and KS5 business, students gain an understanding about how businesses can set ethical objectives and operate ethically. They investigate real businesses and examine how behaving ethically can impact on a particular business.
Economics is central to political and democratic debate.
- Considerations of austerity, the debt and ethics sit alongside an overview of Government objectives, economic policy, and conflicting views.
- Consideration is given to the potential failure of both markets and government.
- Students gain knowledge about the relationships between economic and political systems; how the democratic pressures on politicians affect economic policy.
KS3 Students are taught about being a digital citizen and behaving appropriately online. They also learn the risks of partaking in online activities via E-Safety lessons.
KS5 students look at the pros and cons of new technology developments and how these developments impact on everyday lives.
Physical Education Faculty
At GCSE and A level PE we study how the Nazi party influenced sport in Germany and across the world. Linking how different it is in a democratic society.
Across the School \ Extra-curricular
- Mock elections- supported by KS5 students
- Student voice
- Student Council
- Each House has a selection of student representatives
- Visits from local politicians
- Student panel for interview candidates
- 5 E-Safety Core Values created, voted for and designed by students, displayed in all classrooms
- Student Questionnaire